IRM PROJECT OVERVIEW

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IRM PROJECT OVERVIEW John Keesee, MIT CDIO
External Review June 18, 2003
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MOTIVATION

• Tomorrows engineers must not only be technically
  expert but also socially aware and
  entrepreneurially astute to be leaders in the new
  global society
• Undergraduate engineering education must
  integrate these professional skills into
  engineering curricula that are already full
• Example skills include Communication, Teamwork,
  Design, Manufacturing, Operations, and Creative
  and Critical Thinking
• Engineering faculty require access to curricular
  materials on these skills to integrate
  instruction into existing courses
• Instructional Resource Modules (IRMs) will
  provide these materials via the web to the
  undergraduate engineering faculty responsible for
  teaching these skills

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INSTRUCTIONAL RESOURCE MODULES

• Goal To provide resources, teaching suggestions,
  and assessment tools to instructors and
  curricular designers on specific CDIO skill areas
  in one self-contained package
• Purpose To assist instructors in the integration
  of CDIO skills into existing engineering courses
• Format Web-published, multimedia format, with
  links to other resources easily modified,
  revised and updated. Modular format would be
  integrated into the instructors existing
  learning materials. Multiple levels address
  individual needs for level of students, time
  available, desired outcomes, etc.

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IRM TOPICS

• Phase III
• Engineering Reasoning and Problem Solving (2.1)
• Personal Skills and Attitudes (2.4)
• Professional Skills and Attitudes (2.5)
• Designing (4.4)
• Implementing (4.5)
• Operating (4.6)

• Phase I
• Communications (3.2)(LiU, MIT)
• Teamwork (3.1)(Chalmers, LiU, MIT)
• Professional Ethics (2.5.1)(KTH, LiU)
• Communication in a Foreign Language
  (3.3)(Chalmers,KTH, LiU)
• Phase II
• Experimentation and Knowledge Discovery (2.2)
• System Thinking (2.3)
• External and Societal Context (4.1)
• Enterprise and Business Context(4.2)
• Conceiving and Engineering Systems (4.3)

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IRM FORMAT/CONTENT

• Background
• Overview/Motivation
• General Resources for the subject area
• Web sites
• Books
• People to contact

• Specific Topic areas
• Definition
• Where it might be used
• Learning objectives
• Teaching and learning activities
• Pre-requisites
• Recommended use and class size
• Classroom, lab and technology requirements
• Estimate of time required

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IRM FORMAT/CONTENT

• Topic areas continued
• Resources
• Presentation materials in multiple media
• Problems, exercises and examples
• Desired student activity/cognitive process
• People with additional information
• Articles, Web sites, books

• Topic areas continued
• Best practices
• How you might use the material
• How it was integrated into a course
• Problems that might arise
• Advice on when to use which content
• IRM Author
• Feedback opportunity
• Contribution process

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IRM STATUS

• Communication
• Web version in work, editorial review to follow
• Ethics
• Web version in work, editorial review to follow
• Teamwork
• Initial content in work
• Pilot content tested in May 2003, teacher
  evaluation in June at Chalmers
• Best practice discussion will drive content
• Communication in a Foreign Language
• Content from Swedish Universities in work
• Format will focus on best practices

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THE WAY AHEAD PHASE I

• Communications and Ethics IRMs
• Incorporate additional material from partner
  schools
• Complete design, construction, testing and
  fielding
• Anticipate completion by December 2003
• Teamwork and Communication in a Foreign
  Language IRMs
• Complete content search, including additional
  input from partner schools
• Available for general use February 2004

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THE WAY AHEAD -- NEW IRMS

• Select editor/managers for content of Phase I
  IRMs, to include team members from new CDIO
  partners
• Coordinate effort between CDIO and Cambridge-MIT
  Institute
• Canvas CDIO teams, CMI, industry partners,
  subject matter experts and Web for content
• Capture and publish the development process
• Prepare and publish template to organize IRM
  materials
• Publish, review, create pilot pages, test,
  revise, and deploy new IRMs
• Completed set of IRMs up and running by June 2005
• All IRMs will require continued maintenance
• Maintenance of links to other Web sites
• Respond to feedback
• Update with revised material

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SUMMARY

• Process and template have been established for
  Phase I IRMs
• Phase I IRMs are valuable pathfinders
• Intellectual Property permissions take time
• Additional content exists at our universities and
  on the web to support many of the new IRMs
• IRMs must provide content that is appropriate for
  a variety of situations and fields
• IRMs will provide crucial support for the
  deployment of CDIO, especially for instructors
  and curriculum designers at our new CDIO partner
  institutions

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BACKUP CHARTS
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IRM WEBSITE

• http//www.lith.liu.se/cdio/internt/IRMS
• Username webcdio
• Password c3oi03d

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IRM PROCESS MODEL

• Assemble subject matter team and survey existing
  content
• Create IRM content (Subject matter experts)
• Design IRM teaching and learning model
  (Instructional designer, SME)
• Level of instruction, intended audience,
  duration, etc
• Field beta version of IRM for the Web
• Conduct editorial review (Faculty teams, Editor)
• Field pilot IRM for user trials
• Create training program
• Conduct professional editorial review
• Create production/final Web version
• Update as required with additional/new material
  and inputs from discussion groups

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CAMBRIDGE-MIT INSTITUTE PARTICIPATION

• CMI is a strategic alliance that seeks to deliver
  education and research to enhance the
  competitiveness of UK business
• CMI funded additional IRM development over the
  next two years
• Effort initiated March 2003
• Preliminary team members have been identified
• Initial topics selected (Teamwork and
  Communication)
• Parallel teams within CMI will focus on topics
  that will supplement CDIO work
• All IRMs will be available from a common Web site